Stricuto sensu teacher?s formation of basic public education on Goiânia: research reality, barriers and possibilities

by Curado Pinheiro, Kátia Augusta

Abstract (Summary)
This study is related to the Teacher?s Formation and Professionalisation researchguideline. The work theme can be generally defined as teacher?s formation, however,the specific object is the basic education teacher research, more specifically the basiceducation teacher who has a master or a doctor degree. The principal objective of thisresearch is to analyses the research conceptions related to the researcher/reflexiveteacher ideal, also, we want to see some alternatives for the research on basic education,on a scientific perspective. The principle that guides the analysis is to understanding theresearch as a necessary component on the teacher?s action and formation, and in thesame time, seeing the teacher as an able professional who produces knowledge abouthis own work. However, if we understanding the education as a hegemonic battlefield,thinking on the research for the teacher?s training and performance, may representdifferent projects. These projects may represent progress on the teaching work becauseenable the praxis ? theory and practice unity ? but also can contain pragmatic andneotechnicist purposes about the theory and practice relationship, and also a policydependence, that creates and guides these proposals. We are starting from the analysisof double dimension of the work as a teaching activity between the determination ofalienation and emancipation possibilities. From this perspective, we adopted thehistorical dialectical materialism as a method, and also the theoretical production ofVazquez (1968) and Gramsci (1995), authors who have studied the theory and practicerelationship question, or rather, the praxis. In the dialogue with authors who havestudied the research of the education professional, like Freitas (1995), Freitas (1999),Duarte (2000b) and the production of ANFOPE (1984, 1986, 1988, 2000, 2002, 2004).Intended to reveal the object, we opted for four methodological strategies: a) acontextualization of the field, through a literature review; b) questionnaires proposals;c) interviews; d) documents analysis such as the plan for public career of teaching (inthe state of Goiás and the city of Goiânia), official texts and documents relating thebasic education teacher?s research. The investigation takes as a reference teachers withmaster or doctor degree that works on basic education, in the state or municipal schools,on the city of Goiânia, because they experienced a researcher formation and alsorealized a research. In the research and action field we discuss with the guidingquestions: What is the meaning of research on teaching work? What is the role of theresearch for the teacher?s performance? The basic education teachers really held thepractice of a research? This work points to the following conclusion: theresearch/reflection on practical epistemology is conceived in a broad and pragmaticsense and has no the teaching work as a reference. However, if we want the research forbasic education teachers, this research needs to be taken in the strict sense of doingscience. Thus, we believe that teachers can do research, but, with the epistemologicaland training discussion, we need to create policies for the research and discuss thematerial conditions of the career in school, or rather, thinking on the profession andprofessionalization of teaching.
This document abstract is also available in Portuguese.
Bibliographical Information:

Advisor:Ivone Garcia Barbosa

School:Universidade Federal de Goiás

School Location:Brazil

Source Type:Master's Thesis

Keywords:Teaching formation Research work.


Date of Publication:09/25/2008

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